Lesson 5: Vocal and body sounds: Seaside soundscape

Using percussion instruments to create a dramatic version of a seaside soundscape and introducing notation

Before the lesson

Download classroom resources

Learning objective

  • I can write my music down and perform from what I have written

National curriculum

Pupils should be taught to:

  • Play tuned and untuned instruments musically.
  • Use their voices expressively and creatively
  • Experiment with, create, select and combine sounds using the interrelated dimensions of music.

Success criteria

Cross-curricular links

Attention grabber

Main event

Differentiation

Pupils needing extra support
Provide them with the Activity: Sequencing symbols to represent the sounds explored last lesson, e.g. waves, sunshine, seagulls, rain, wind, which they can then use to represent their sequence of sounds.

Provide these children with the most versatile instruments so that they can use them to make more than one sound.

 

Pupils working at greater depth
Should be asked to perform both a vocal sound and an instrumental sound at the same time, and record this on their score.

Challenge them to add tempo to their score, such as an ‘F’ for fast and ‘S’ for slow under each of their symbols.

Wrapping up

Assessing pupils' progress and understanding

Created by:
Elizabeth Stafford,  
Music specialist
After a brief spell as an opera singer, Liz embarked on a 20-year career in music education, teaching at early years, primary and secondary. After Liz had her daughter, she started her own business Music Education Solutions® Limited, helping teachers…
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